SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS OF INTEGRATING INNOVATIVE TECHNOLOGIES IN TEACHING ENGLISH TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: INTERNATIONAL AND KAZAKHSTANI EXPERIENCE
TL;DR
The conclusion of the article substan-tiates the need to prioritize enhancing teachers’ professional competence, localizing IT products to fit the national context and addressing digital inequality to develop an inclusive digital environment.
Abstract
The article examines the scientific and methodological foundations for integrating innovative digital technologies into the process of English language instruction for students with special educational needs (SENs). The relevance of the study is grounded in the necessity of digitalizing inclusive education in the Republic of Kazakhstan and aligning it with international standards. The study analyzes the impact of tech-nologies such as artificial intelligence (AI), adaptive platforms, augmented reality (AR), and voice assistants on the learning process. The results of the experimental study, conducted at a boarding school in Kokshetau, demonstrated that the use of digital tools significantly improves the academic performance of SEN students (average scores increased from 58.2 to 73.6), while enhancing their learning motivation and cognitive autonomy. Specifically, improvements in lexical skills and listening comprehension were identified among children with developmental delays and autism spectrum disorders. The conclusion of the article substan-tiates the need to prioritize enhancing teachers’ professional competence, localizing IT products to fit the national context and addressing digital inequality to develop an inclusive digital environment. The research findings provide a basis for methodologically improving inclusive English language lessons in educational institutions across Kazakhstan.